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1. What are the main charateristics our PD plan MUST have to make it both attractive and impactful for staff?
Kristin
To differenciate for the needs of the staff, choices that they will use most likely.
Jessica- To record and give the staff more options to get trained. The more we give the staff options, I think the better they will respond. Also we need to make staff aware of the different options of teaching children such as: Cover it Live, Presi, Discovery Education, Voki, etc.
Danette: Hands on practice, time to discuss ideas with team, time to plan how to use in the classroom and choices.
Sandy- I agree making sure we offer the staff choice and try and make implementation as equitable as possible.
Scott - It needs to be attractive in the way that it impacts students and engages those that we often consider "behavior problems". Connecting this to Differentiated Instruction is also key. Presentation of the idea and need should focus on the fact that this is not just something else on their plate, but rather something that should replace things on their plate. I also think that an individual self-assessment should be presented that aligns to the Hooper and Reiber model (on the Foundational Documents page). That all being said, options for ow they receive training (live, video, etc.) should be on the table, as well as timelines and goals aligned to their level of need according to a self-assessment. I don't think a "one-size fits all" model where our administrators are looking for the same exact thing in classrooms will be effective.
Torrie- The PD needs to be meaningful and geared to each grade level needs. Too often we offer PD's that mean nothing to grade certain grade levels. Teachers want something that they can learn and implement with ease and efficiency.
Sara-I agree with all of the above. Exposure, options, ease. I like how ideas have been presented, but it would also be nice to show teachers what old school practice they can throw out thanks to "this great new teaching tool." If teachers see that it is something that will work better than what they are already doing AND they can completely get rid of the old, I think we will have a lot of buy-in.
Hope- Scott and Sara, I think your points are incredibly valid. In order to create buy in from our peers, we have to make it do-able. This means our PD not only needs to cover the innovative ideas our team is already using but also present it as an "upgrade" to the teaching tool kit. So maybe we start with surveying the staff on what aspects of teaching need the upgrade the most.
2. How do we personalize the PD?
Kristin
maybe break up into groups or have different sessions on different topics. We would probably need to get a survey of what people are looking for in 21st century leaning first.
Jessica- I think we can personlize the PD by training teachers in small groups and making training available via online or by watching a video that one of us makes that captures the screen and takes people through every step. I also agree with the above that we need to get a survey out via survey monkey that asks questions of teachers about what they want from the Personalized Learning team and expectations with technology, thinking outside the box, or cricitical thinking.
Danette: Give choices and give time for implementation, I think people will respond better to having "live" demonstrations and leaders to give guidance rather than watching a video or online.
Sandy- I agree with Danette, I don't think our staff has embraced the learning by video method. A small group, hands on approach would be my suggestion.
Scott - I really believe that training should be on demand. Meaning, it could be observation of a lead educator, video training, planning time training, or lesson modeling in their own classroom. I believe an expectation that teachers pick from a menu of training options that align with their current level of need before a certain date (April??) is key, but understanding that implementation in classrooms will be at different levels (but expected for sure). I am not ready to say that video models and online models haven't been well received. I am not sure we have rolled out a well planned effective video training model yet. I want us to be available for questions, retraining, etc., but they may have to meet us halfway because of your busy schedules and use wiki's, email, message boards, +/Delta bins, etc. to communicate when it can't be face to face.
Torrie- I agree with Danette, give choices. As with students when educators are given the choice of what they want to implement they will have more ownership. Also, we want to make sure we start slow like offering teachers the chance to learn with the students like I have with the literature reviews. I was able to learn with the students which made it much more meaningful for all of us.
Sara-If I recall correctly, we have a representative from each grade level. It would be awesome if we could learn the in's and out's of everything so that we can sell it to our teammates. I know that if I don’t understand something completely, I’m not going to turn around and recommend that someone else do it too. I think that we should have plenty of time to figure things our for ourselves and know what we are going to present and in what way before we go out and sell it to the rest of the staff.
Hope- I love the idea of teaching in small groups that the teachers have elected to go to. The conferences that I have attended that have had a variety of break out sessions are the most memorable to me. If people have a choice of what they are attending it tends to be more relevant to them. I also agree that we need to give the teachers time to experiment and to implement.
3. Should there be accountability measures? If so, what are they? (3% model? This model states that approximately 3% of hours worked during a year should be focused on professional development that is utilized on the job immediately.)
Kristin
I think there does need to be some accountability measures. Maybe at a staff meeting people that took a certain sessions would have to share how they are using what they learned in their classroom.
Jessica- I think there should be accountability measures on the walk through sheet. I think that each teacher should be required to take atleast one staff training that we offer. Also, the teachers that take the certain training should be required to put their projects on the R drive so everyone can see what they accomplished. Also, by putting it on the R drive staff will be able to get ideas from other teachers.
Danette: When I took training on how to deliver PD, one of the most important parts is to follow up by making sure that the teachers are using the materials or things that they learned. Time after they have had a chance to implement to reflect and answer questions. Time during staff mtgs or PLC to discuss how it's going and work out issues or concerns.
Sandy- If it appears that we are adding one more thing to teachers plates by making follow up an evaluative piece we will get serious resistance. This year especially has been demanding with additional requirements (ST Math, Achieve team mandates, etc.) so could the modeling and team teaching be a method of accountability? If we use the peer coaching model (train, model, observe, debrief, retrain as necessary) I think we could get staff members willing to try new strategies. They have to see a reason for change!
Scott - This plan will be a part of each school's USIP next year so I believe that is one level of accountability. There is also a section of our evaluations dedicated to this. Beyond that, I don't see where we have the authority to say someone must do this, this, and this. I think the big questions comes when we establish what Personalized Learning is to the staff. It is not using technology (although that is a piece). The fact that most of our teachers use doc cams, computers, laptops, projectors, etc. does not mean the learning in their classroom or groups is personalized. I believe we need to establish some parameters, carefully define and model what personalized learning looks like, and hold each other accountable through modeling. Remember we are supposed to be the examples.
Torrie- I feel that forcing teachers to show accountability might be a turn off. They may feel like they are being TOLD to do ONE more thing. However, by offering some type of incentive (for the time being) for their efforts and allowing them to share or something along that lines might be a good idea.
Sara-I don’t think there should be an accountability piece at this point. I think that people should have exposure and freedom to explore and generate new ideas. Once people get comfortable with the idea and familiar with the expectations, then it might be a good time to reflect upon what is being done and see if there needs to be some readjusting. After that, it would be a good time to test something and see if it is truly a benefit. If we start holding people accountable for something they haven’t even embraced yet, it is a set-up for failure from the start.
4. What are some of the roadblocks that we may encounter?
Kristin
Negativity, bad attitudes, it is my last year buy in from the whole staff ESP included.
Jessica- People not wanting to participate in trainings because they don't think it is necessary. Teachers who do not want to change anything. Jealousy or anger from not getting I-pod touches or other technology. This can be fixed by letting those teachers share the Ipod touch, which I am fine with.
Danette: People who are not buying into the training, texting during training or grading papers etc. People who are resistant to change or afraid to, "dive in head first!"
Sandy- We need time for training and retraining. We are not the easiest staff to provide professional development to but many of us are willing to learn if we have the opportunity to.
Scott - People who decide to drag their feet, our group becoming complacent (they are watching us!), using time and things like CSAP, MAP, and ST as an excuse for not implementing change, and the idea that this is about stuff rather than a change in instructional delivery. I do agree that staff need an opportunity to make this ongoing training (retraining, questioning, etc.), but we need to help them understand the importance of moving forward at all times (this would be the foundation of presenting to staff).
Torrie- Some teachers might feel a bit overloaded by adding something else to their daily "to do" list. We need to offer things that will allow them to use little effort to implement but have a huge impact on the students learning. My book reviews did not call for much effort on my part but the students gained A LOT of knowledge from the projects, even for their first time doing it.
Sara-I think that if we can present this change in a positive way, we will get positive feedback. Instead of presenting “something new we have to do,” we should maybe challenge the staff to be creative, like the MTV challenge, but just for the staff. Maybe we could do a gift basket give away or something. I know that it sounds lame, and a bit like bribery, but I know that if I have a touch of motivation (no matter what that motivation might be) it ignites a fire that will spread to others (we are a competitive group, let’s use it to our advantage). It might be just what we need to implement something else without it seeming like “yet another thing to go on the to-do checklist.”
Hope- I think the major roadblock we will run into is how the trainings are received from staff. If we are able to do the things we have previously discussed like time for implementation, giving choices and teaching in small groups, I think we will avoid the resistance to change. Rewarding and recognition go a long way, and a little competition will drive the change. (you should see the perfect comet behavior we are seeing from the 2nd graders now that we have added competition; it is more powerful than rewarding with candy!) Great idea Sara!
Click edit to add your answers here. Please include your name along with your thoughts. When finished click save.
1. What are the main charateristics our PD plan MUST have to make it both attractive and impactful for staff?
KristinTo differenciate for the needs of the staff, choices that they will use most likely.
Jessica- To record and give the staff more options to get trained. The more we give the staff options, I think the better they will respond. Also we need to make staff aware of the different options of teaching children such as: Cover it Live, Presi, Discovery Education, Voki, etc.
Danette: Hands on practice, time to discuss ideas with team, time to plan how to use in the classroom and choices.
Sandy- I agree making sure we offer the staff choice and try and make implementation as equitable as possible.
Scott - It needs to be attractive in the way that it impacts students and engages those that we often consider "behavior problems". Connecting this to Differentiated Instruction is also key. Presentation of the idea and need should focus on the fact that this is not just something else on their plate, but rather something that should replace things on their plate. I also think that an individual self-assessment should be presented that aligns to the Hooper and Reiber model (on the Foundational Documents page). That all being said, options for ow they receive training (live, video, etc.) should be on the table, as well as timelines and goals aligned to their level of need according to a self-assessment. I don't think a "one-size fits all" model where our administrators are looking for the same exact thing in classrooms will be effective.
Torrie- The PD needs to be meaningful and geared to each grade level needs. Too often we offer PD's that mean nothing to grade certain grade levels. Teachers want something that they can learn and implement with ease and efficiency.
Sara-I agree with all of the above. Exposure, options, ease. I like how ideas have been presented, but it would also be nice to show teachers what old school practice they can throw out thanks to "this great new teaching tool." If teachers see that it is something that will work better than what they are already doing AND they can completely get rid of the old, I think we will have a lot of buy-in.
Hope- Scott and Sara, I think your points are incredibly valid. In order to create buy in from our peers, we have to make it do-able. This means our PD not only needs to cover the innovative ideas our team is already using but also present it as an "upgrade" to the teaching tool kit. So maybe we start with surveying the staff on what aspects of teaching need the upgrade the most.
2. How do we personalize the PD?
Kristinmaybe break up into groups or have different sessions on different topics. We would probably need to get a survey of what people are looking for in 21st century leaning first.
Jessica- I think we can personlize the PD by training teachers in small groups and making training available via online or by watching a video that one of us makes that captures the screen and takes people through every step. I also agree with the above that we need to get a survey out via survey monkey that asks questions of teachers about what they want from the Personalized Learning team and expectations with technology, thinking outside the box, or cricitical thinking.
Danette: Give choices and give time for implementation, I think people will respond better to having "live" demonstrations and leaders to give guidance rather than watching a video or online.
Sandy- I agree with Danette, I don't think our staff has embraced the learning by video method. A small group, hands on approach would be my suggestion.
Scott - I really believe that training should be on demand. Meaning, it could be observation of a lead educator, video training, planning time training, or lesson modeling in their own classroom. I believe an expectation that teachers pick from a menu of training options that align with their current level of need before a certain date (April??) is key, but understanding that implementation in classrooms will be at different levels (but expected for sure). I am not ready to say that video models and online models haven't been well received. I am not sure we have rolled out a well planned effective video training model yet. I want us to be available for questions, retraining, etc., but they may have to meet us halfway because of your busy schedules and use wiki's, email, message boards, +/Delta bins, etc. to communicate when it can't be face to face.
Torrie- I agree with Danette, give choices. As with students when educators are given the choice of what they want to implement they will have more ownership. Also, we want to make sure we start slow like offering teachers the chance to learn with the students like I have with the literature reviews. I was able to learn with the students which made it much more meaningful for all of us.
Sara-If I recall correctly, we have a representative from each grade level. It would be awesome if we could learn the in's and out's of everything so that we can sell it to our teammates. I know that if I don’t understand something completely, I’m not going to turn around and recommend that someone else do it too. I think that we should have plenty of time to figure things our for ourselves and know what we are going to present and in what way before we go out and sell it to the rest of the staff.
Hope- I love the idea of teaching in small groups that the teachers have elected to go to. The conferences that I have attended that have had a variety of break out sessions are the most memorable to me. If people have a choice of what they are attending it tends to be more relevant to them. I also agree that we need to give the teachers time to experiment and to implement.
3. Should there be accountability measures? If so, what are they? (3% model? This model states that approximately 3% of hours worked during a year should be focused on professional development that is utilized on the job immediately.)
KristinI think there does need to be some accountability measures. Maybe at a staff meeting people that took a certain sessions would have to share how they are using what they learned in their classroom.
Jessica- I think there should be accountability measures on the walk through sheet. I think that each teacher should be required to take atleast one staff training that we offer. Also, the teachers that take the certain training should be required to put their projects on the R drive so everyone can see what they accomplished. Also, by putting it on the R drive staff will be able to get ideas from other teachers.
Danette: When I took training on how to deliver PD, one of the most important parts is to follow up by making sure that the teachers are using the materials or things that they learned. Time after they have had a chance to implement to reflect and answer questions. Time during staff mtgs or PLC to discuss how it's going and work out issues or concerns.
Sandy- If it appears that we are adding one more thing to teachers plates by making follow up an evaluative piece we will get serious resistance. This year especially has been demanding with additional requirements (ST Math, Achieve team mandates, etc.) so could the modeling and team teaching be a method of accountability? If we use the peer coaching model (train, model, observe, debrief, retrain as necessary) I think we could get staff members willing to try new strategies. They have to see a reason for change!
Scott - This plan will be a part of each school's USIP next year so I believe that is one level of accountability. There is also a section of our evaluations dedicated to this. Beyond that, I don't see where we have the authority to say someone must do this, this, and this. I think the big questions comes when we establish what Personalized Learning is to the staff. It is not using technology (although that is a piece). The fact that most of our teachers use doc cams, computers, laptops, projectors, etc. does not mean the learning in their classroom or groups is personalized. I believe we need to establish some parameters, carefully define and model what personalized learning looks like, and hold each other accountable through modeling. Remember we are supposed to be the examples.
Torrie- I feel that forcing teachers to show accountability might be a turn off. They may feel like they are being TOLD to do ONE more thing. However, by offering some type of incentive (for the time being) for their efforts and allowing them to share or something along that lines might be a good idea.
Sara-I don’t think there should be an accountability piece at this point. I think that people should have exposure and freedom to explore and generate new ideas. Once people get comfortable with the idea and familiar with the expectations, then it might be a good time to reflect upon what is being done and see if there needs to be some readjusting. After that, it would be a good time to test something and see if it is truly a benefit. If we start holding people accountable for something they haven’t even embraced yet, it is a set-up for failure from the start.
4. What are some of the roadblocks that we may encounter?
KristinNegativity, bad attitudes, it is my last year buy in from the whole staff ESP included.
Jessica- People not wanting to participate in trainings because they don't think it is necessary. Teachers who do not want to change anything. Jealousy or anger from not getting I-pod touches or other technology. This can be fixed by letting those teachers share the Ipod touch, which I am fine with.
Danette: People who are not buying into the training, texting during training or grading papers etc. People who are resistant to change or afraid to, "dive in head first!"
Sandy- We need time for training and retraining. We are not the easiest staff to provide professional development to but many of us are willing to learn if we have the opportunity to.
Scott - People who decide to drag their feet, our group becoming complacent (they are watching us!), using time and things like CSAP, MAP, and ST as an excuse for not implementing change, and the idea that this is about stuff rather than a change in instructional delivery. I do agree that staff need an opportunity to make this ongoing training (retraining, questioning, etc.), but we need to help them understand the importance of moving forward at all times (this would be the foundation of presenting to staff).
Torrie- Some teachers might feel a bit overloaded by adding something else to their daily "to do" list. We need to offer things that will allow them to use little effort to implement but have a huge impact on the students learning. My book reviews did not call for much effort on my part but the students gained A LOT of knowledge from the projects, even for their first time doing it.
Sara-I think that if we can present this change in a positive way, we will get positive feedback. Instead of presenting “something new we have to do,” we should maybe challenge the staff to be creative, like the MTV challenge, but just for the staff. Maybe we could do a gift basket give away or something. I know that it sounds lame, and a bit like bribery, but I know that if I have a touch of motivation (no matter what that motivation might be) it ignites a fire that will spread to others (we are a competitive group, let’s use it to our advantage). It might be just what we need to implement something else without it seeming like “yet another thing to go on the to-do checklist.”
Hope- I think the major roadblock we will run into is how the trainings are received from staff. If we are able to do the things we have previously discussed like time for implementation, giving choices and teaching in small groups, I think we will avoid the resistance to change. Rewarding and recognition go a long way, and a little competition will drive the change. (you should see the perfect comet behavior we are seeing from the 2nd graders now that we have added competition; it is more powerful than rewarding with candy!) Great idea Sara!